Step One SCHOOL’s Bridge KindergartenStep One’s Kindergarten program is similar to what a “kindergarten” was created for—a non-stressful, enriched classroom where the pressure is off as children “practice” new skills. Children expand the tools they have into ones they will need for elementary school and, indeed, for lifelong learning. We value an integrated curriculum which encourages growth in all areas of development: social, cognitive, emotional, physical, and aesthetic. Each year a new group of children presents its own unique interests, and we believe our curriculum must reflect these interests in order to creatively engage each child. Curriculum AreasPre-Reading and Language ArtsOur goal in the area of language arts is to encourage a love for the written word, as well as to begin to demystify the decoding process of reading. Research clearly shows that the best predictor of a good reader is being read to often. The kindergarten day and week is structured to include the following language arts activities:
MathematicsMath in the Bridge K program is approached in a way that is consistent with how young children think and learn. Plenty of opportunity for hands-on experimentation and discovery is encouraged. Children explore these basic math concepts:
Our program has a large number of creative materials and games which address these concepts. Key time is set aside in the schedule for this exploration, and we monitor children’s progress in these areas. ScienceOur science curriculum focuses largely in the natural science area. We strive to increase children’s powers of observation by using sensory cues and their curious thinking in order to understand and appreciate the immediate world around us. The children enjoy walks in the neighborhood or the occasional ‘hike’ to nearby Tilden Park. We are fortunate to have a large outside area filled with different tactile experiences using water, sand, and dirt, as well as two shallow waterfalls—a large upper waterfall where children build dams or listen to stories under the oak tree, as well as the lower rock waterfall where children can climb and do a little water engineering. We develop children’s logical thinking by encouraging children to hypothesize “what would happen if” and asking children “How do you know?” always elicits some deeper thinking! Organic gardening and cooking are two of the children’s favorite science (and math) activities. Each school year, the Bridge K children experience twice the full life cycle of the garden. They practice writing by making signs in the garden, and make estimates as to how high each crop will grow. Growing some of their own fresh produce helps to instill the value of healthy eating, broadening their taste for different foods. Social Awareness and Emotional GrowthAs we begin each school year we concentrate on coming together as a new community of children and teachers. Throughout the Bridge K curriculum we cover topics which center on understanding our emotions and the different ways we can act upon how we feel. In the daily classroom our teachers take the time to help children recognize and deal with their feelings in times of conflict, sadness, joy, empathy and sympathy. In the Bridge K program children are introduced to a wide variety of social constructs and experiences:
The emotional component of our program fits hand-in-glove with the child’s social development. We provide our children with an emotional vocabulary to help them deal with the natural challenges (and joys) of participating in a learning community. Mastery of components “emotional intelligence” raises children’s self-esteem and opens their hearts to caring about and respecting all people. We believe in having lots of fun throughout our day-learning can and should be joyful! Time and attention are given to empowering children to set healthy boundaries and develop a repertoire of ways to play and work together with their peers. Our “Child of the Week” ritual in Bridge K helps children to appreciate our differences and similarities as individuals and families. Having a diverse community of families which reflects our rich Bay Area diversity is a value at Step One. Step One teachers are trained to help children resist bias and stereotyping in their play and their relationships, and we don’t shy away from challenging situations that may normally arise in the course of our teaching. The ArtsCreative self-expression and the development of the imagination are at the heart of any well-rounded preschool and kindergarten program. Because the teachers at Step One School are multi-talented and have a variety of backgrounds in child development, early childhood education, and the arts and humanities, we have a rich pool of artistic talent to enrich our students’ experience. Among our faculty, musicians abound, as well as artists, dancers, and story tellers. In addition to their knowledge of young children and kindergarten education, Gege and Steve combine their passion for art, music, and gardening. They supply the classroom with high quality materials to ensure all the children are attracted to the arts. Easel painting is available on a daily basis, as is the “do it yourself” area in which children are encouraged to create their own ideas using a variety of media. Physical DevelopmentExperiencing the joy of movement is important for all children. Movement develops muscles, coordination, spatial awareness, grace, rhythm, and a positive body and self-image. Our Bridge K urges children to take pleasure in using their bodies, both outdoors on the play yard and inside on mats. Small motor coordination comes into play with the many creative manipulatives in the classroom, as well as through drawing and writing activities and cooking. In the outdoor play yard, children are challenged by monkey bars, bicycles, and numerous swings (rope, tire, to/fro) to develop their strength and coordination. There’s also plenty of wide-open space for running and playing basketball and baseball and for building with large blocks. Digging in the garden and watering the plants are other favorite activities, which develop coordination and strength. A Perceptual Motor program specially designed for kindergarteners is implemented weekly starting in late Fall. Sample ScheduleThis is an example of a typical school day. The actual schedule is determined by the classroom teachers according to the children’s needs:
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General InformationHoursThe Bridge K program meets 5 days per week from 9:00 a.m. to 1:30 p.m., with an option of 4 days per week (Monday through Thursday). Children are expected to arrive on time. If needed, families may contract for 8:00 or 8:30 arrival. Children may also join our engaging Afternoon Program until 3:00, 5:30, or 6:00 p.m. AgesChildren participating in the Bridge K program should turn 5 years old on or before January 31st of the school year. Children must also have at least one year of prior nursery school experience before entering our program. Children graduating from our kindergarten move on to other kindergartens or to 1st grade depending on their age and developmental needs. RatiosWe project the enrollment for our Bridge K to be at 24 children with two full-time teachers, striving for an equal number of boys and girls. We feel this class size, with a good child/teacher ratio, gives children plenty of choices for play partners at an age when friendships become very important. Financial AidFinancial aid is available to families who demonstrate need. Parent Participation and CommunicationStep One’s kindergarten benefits from active parent participation. We work to maintain good communication between home and school so we can work together to help each child. Parents play a vital role in our program and volunteer for a number of support tasks in the classroom and in the community at large. Parents are welcome to participate in the classroom according to talents, time, and desire. We have a weekly sign-up for activities between 9:30 and 10:30 each day. Children are also great at responding to your passions, be they cooking, art, movement, poetry, music, etc.! Twice during the year (Fall and Spring) parents meet with one of the Kindergarten teachers to discuss their child’s school experience and how we can work together to make that experience optimal. At other times parents may request a phone call or a meeting to discuss concerns that may arise about their child’s progress. We also provide written information for parents who are exploring school options for the years following Step One. We make available a list of Step One alumni attending all the different public and private schools in the area; these families are willing to talk to current Step One families about their school experience.
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